E-Learning in University Physics Courses at UNIST in Korea Hai-Woong Lee Department of Physics, UNIST ICELW 2015 June 10~12, 2015; Columbia University

UNIST (Ulsan National Institute of Science and Technology) Young and Fast-Growing University Energy and Material Science Biological and Chemical Science Education: E-Learning (Flipped Learning) All Lectures in English

UNIST

Course Redesign Methods Flipped Learning Peer Instruction Just In-Time Teaching (JiTT) Jigsaw Learning Two-Stage Exam (Collaborative Testing) Group Problem Solving (UNIST General Chemistry and General Physics)

Flipped Learning Instruction delivered online outside of class and “homework” moved into the classroom (school work at home and homework at school) J. Bergmann and A. Sams C. Wieman

Flipped Learning Full Utilization of Modern Web(IT) Technology Lecture Material Provided Online Pre-class Study Interactive Lecture Q&A, Discussions Active Learning Ideally, the method would work fine, but there are practical difficulties.

General Physics Introductory physics for freshmen Required for all freshmen Two-term course General Physics I Newtonian mechanics, Thermal physics, Relativity General Physics II Electricity and magnetism, Optics, Quantum physics

General Physics at UNIST SemesterCourseClass Size 2 nd, 2012I176 3 rd, 2012II217 1 st, 2013I182 I158 2 nd, 2013II175 II170 3 rd, 2013II202 II181 1 st, 2014I201 2 nd, 2014II200 1 st, 2015I155 Large-size class, Lectures in English(second language)

UNIST Version of Flipped Learning for General Physics Full Utilization of Modern IT Technology YES! Blackboard System Interactive Lecture NO! Inclass Activity 50% Traditional Lecture 50% Group Problem Solving

Full Utilization of Modern IT Technology for Preclass Study Lecture Material Uploaded to BB Lecture Note (~3 pages/chapter) Video Clips (2~8 minutes long) Online Preclass Quiz (7~8 simple multiple choice questions/chapter ) to force students to do preclass study *** General Physics is a required course Students do preclass study only for ~½ of the times on the average

Why No to Interactive Lecture? (Korean) Students and instructor not trained for interactive lecture Discussions centered around a small number of students, a majority of students stay away Deep, meaningful discussion impossible with limited command in English Pace slowed down considerably, difficult to keep up with the schedule

Interactive Lectures in Large Enrollment Classes conducted in English (second language) ??? with students not ready at all for q&a and discussions

Group Problem Solving Students are to form groups of ~3 people with their neighbors Problems are given for students to solve together with their neighbors in their group (~15 minutes/problem) Students are encouraged to discuss with and teach and learn from their neighbors, noise level during GPS quite high

Group Problem Solving Instructor, AI and TA’s walk around the classroom to help students AI shows solution on the screen after ~15 minutes Sometimes, we let groups to compete, the first group to get the correct solution gets a prize Each group needs to submit solutions to all problems at the end of the class meeting

Group Problem Solving Highly Successful Students like it. They also learn from peer instruction. Students learn to communicate with other students.

Science has become so complex and interdisciplinary that days are gone when one genius like Einstein can make a great contribution to science. A great advance in science now requires collaborations between open- minded researchers.

About science, one learns mainly from (reading) research papers until he reaches the age of 40, but once he is 40 or older, he learns mainly from (talking to and listening to) other researchers.

1 st Semester, 2013; General Physics I

3 rd Semester, 2012, General Physics II

2 nd Semester, 2012, General Physics I

1 st Semester, 2013, General Physics I

Conclusion Flipped Learning has more strengths than drawbacks. Students learn more from online preclass self study and peer instruction through group problem solving than from lectures by instructor.

Conclusion Communication, Collaboration, Teamwork Open-Mindedness The method of flipped learning with group problem solving has the potential of educating UNIST students to become world leaders in science and engineering.

Some Remaining Questions Required Course, Weak Motivation: How to motivate students to do preclass study Not all students participate in group problem solving Interactive Lecture??? Language, Culture

Strength Students acquire long- lasting knowledge from self study and peer instruction Students learn to communicate and discuss with others through group problem solving More interaction between instructor and students Weakness Large amount of time and effort are required from instructor to prepare lecture notes and other pre-class materials and to keep track of individual student’s performance and progress Large amount of time is required on the part of students especially to do pre-class study

StrengthWeakness Interactive lecture centered around Q&A and Discussion is difficult: Reduced lecture hours Danger Importance of preclass study

Final Remark It is important to be aware of the practical difficulties associated with the method and find ways to overcome or circumvent them.